Sherburn High School Review 2026: Achievement Through Community

Situated on the western edge of Sherburn-in-Elmet, between Leeds and York, this 11-18 comprehensive school educates around 790 students within The STAR Multi Academy Trust. Under the leadership of Headteacher Miriam Oakley, the school operates with a straightforward but powerful mission: Achievement for All. Recent student feedback rates the school's learning experience as exceptional in 11 out of 32 surveyed areas, with a further 18 judged very good. GCSE results continue to improve, with 30% of grades at 9-7, placing the school in the top 25% nationally (FindMySchool ranking). Progress 8 scores consistently demonstrate that pupils make above-average progress from their starting points, and the sixth form continues to send leavers to research-intensive universities and professional training routes.

The school's informal motto, Achievement for All, underpins daily practice rather than sitting as mere decoration. Staff actively celebrate student progress across all domains: academic, behavioural, personal. In a recent externally-conducted survey, students reported that school felt genuinely supportive and welcoming, with 11 categories receiving exceptional responses compared to similar schools.

The campus reflects its history as a community school that converted to academy status in October 2019. Concrete and glass buildings serve practical purposes, with modern facilities added to support contemporary teaching. The physical environment is functional rather than ornate; the focus remains on what happens inside the teaching spaces and sports facilities rather than architectural grandeur.

Under Miriam Oakley's leadership since her appointment as Headteacher, the school has maintained steady improvement. Staff show genuine pride in the school's development. The leadership team — including Deputy Head John Ralphs and Assistant Heads Ruth Marsh, Sophie Miller, Hayley Kibble, and Anna Kirkham — manages a school-wide ethos where behaviour is calm and consistent. Students move through corridors in an orderly manner, classrooms are purposeful, and a clear house system creates vertical pastoral structures that build genuine relationships.

A Youth Club and Activities Centre operates for students aged 14-18, providing structured opportunities beyond the formal curriculum. The school's reward system emphasizes public celebration of achievement, including achievement points recognized in assemblies, postcards home, and termly certificates.

GCSE Performance

In the most recent published GCSE data, the school achieved an Attainment 8 score of 51.3, compared to the England average of 45.9. This represents solid, above-average performance. 30% of all GCSE grades achieved the top bands of 9-8, and a combined 31% achieved grades 9-7, indicating that the school is producing strong upper-band outcomes. Progress 8 of +0.51 indicates that pupils make notably better progress than expected based on their prior attainment.

The school ranks 1,057th in England for GCSE results, placing it within the top 25% of schools nationally and 9th among Leeds secondaries (FindMySchool data). Entry to EBacc (English Baccalaureate) subjects remains lower than desired according to inspection feedback, though the school is actively working to increase uptake through enhanced recruitment strategies.

A-Level Performance

At A-level, the school's performance strengthens. 65% of grades achieve the top bands A*-B, with 28% at A and 9% at A*. This represents consistently strong sixth form progression, placing the school comfortably within the upper band of state sixth forms. The school ranks 519th in England for A-level outcomes, positioning it in the top 20% nationally and 5th among Leeds schools (FindMySchool data).

The curriculum is comprehensive and sequenced logically, allowing students to build knowledge progressively. Teachers possess strong subject knowledge and employ varied instructional strategies. Ofsted observations note that staff deliberately challenge pupils with questioning that promotes deeper thinking, helping students link concepts across subjects. Assessment is frequent and formative, with dedicated time built in for pupils to reflect on and improve their work.

The school places clear emphasis on developing resilience and independent learning capabilities. Students encounter regular opportunities to work autonomously, building confidence in their own problem-solving. This approach prepares them well for sixth form and university learning patterns.

Reading is identified as a school-wide priority. Teachers move swiftly to identify struggling readers and implement phonics-based interventions. A well-resourced library and initiatives such as the Carnegie Reading Challenge encourage students to develop a cultivated appreciation for reading beyond the functional.

Personal development lessons form a crucial part of the school week, covering topics including body image, relationship health, and mental wellbeing. The school holds a genuine commitment to ensuring every pupil can read effectively and can articulate their thinking clearly.

Sixth Form Entry and Progression

The sixth form operates as an open-access provision with clear entry requirements. Internal progression from Year 11 to Year 12 is not automatic; the school expects sustained engagement and target grades reflective of sixth form demand. External students are welcome and regularly join from local feeder schools, creating a broader peer group and enriching the learning environment.

University Destinations

In the 2024 cohort, 54% of leavers progressed to university, reflecting the comprehensive nature of the intake and the variety of post-18 pathways available. A significant portion of pupils also move into apprenticeships (7%), further education (1%), or direct employment (26%), acknowledging that not all learners follow traditional academic routes.

Of those attending university, the school reports that 27% secure places at Russell Group universities, with a smaller number securing Oxbridge places in recent years. Notable Russell Group destinations have included Warwick, Edinburgh, Bristol, and Durham. The school's partnership with The STAR Multi Academy Trust provides access to additional careers guidance and higher education networks.

Sherburn High School is a non-selective, oversubscribed secondary school. In the most recent admissions round, 263 applications were received for 198 places (oversubscription proportion of 1.33:1). All places were offered to first-preference applicants, indicating that the school remains genuinely popular within its community.

Admissions follow North Yorkshire's coordinated scheme. Families who live in North Yorkshire apply through the local authority; those outside apply through their home authority's system. The school's Published Admission Number (PAN) for Year 7 is 198 pupils. After looked-after children and those with EHCPs naming the school, places are allocated by distance from home to school, creating a functional catchment area that varies by application patterns and cohort demographics.

Entry to sixth form at Year 12 has separate admission requirements. The school welcomes external applications, and students requiring resits of GCSE subjects can repeat while studying A-levels. Detailed information on sixth form entry requirements is available on the school website and directly from the admissions team.

The school operates a clear house system, creating vertical pastoral structures where Year 11 leaders mentor younger students and form tutors maintain consistent pastoral oversight. Each student has a form tutor and a named year leader responsible for pastoral support and attendance monitoring.

The school identifies and responds quickly to attendance concerns, recognising that regular attendance is essential for progress. Some pupils experience attendance difficulties that affect their learning despite school intervention; however, the school's approach is both supportive and clear about expectations.

Behaviour expectations are explicit and consistently applied. Rules around corridor movement, classroom entry and exit, locker usage, and dismissal are all detailed clearly and taught during transitions. The school's behaviour system emphasises reward and celebration of positive choices, with students accumulating achievement points visible across whole-school assemblies.

Well-resourced pastoral provision includes regular Personal Development lessons focusing on mental health, relationships, and physical wellbeing. The school maintains strong links with external services, including educational psychology and SEND support. Students in need of additional emotional support can access targeted help through the school's pastoral team.

The extracurricular provision reflects the school's commitment to a broad curriculum experience. Lunchtime clubs run regularly, and students have access to a Youth Club and Activities Centre for older learners, offering structured opportunities for social interaction and interest development.

Music and Drama

Music lessons across all year groups encourage practical engagement. The music department has invested in accessible resources, including class sets of African drums and Samba percussion, enabling all students to experience diverse musical traditions. Twenty-six KS3 and GCSE pupils can access music technology through three dedicated computers, and the department owns two multi-track recording devices and professional video equipment enabling students to record and evaluate their own work.

A dedicated drama studio, three additional teaching spaces, and digital lighting rigs in performance areas support practical drama work. The department actively encourages students to see live theatre, and extracurricular drama participation remains strong. The performing arts curriculum emphasizes creative ideation, technical skill, and reflective evaluation of progress.

Sports and Physical Education

The school's sports facilities include an indoor heated swimming pool, large playing fields, and a dedicated sports hall. Student participation in fixtures and intramural competition is encouraged across football, rugby, netball, athletics, and aquatic sports. The school operates PE as both a taught curriculum subject and an extensive extracurricular programme, with daily training sessions and regular fixture schedules at weekends.

Note: The school experienced loss of its gymnasium following a fire in July 2018; sports facilities have been adapted and continue to support a comprehensive PE programme, though some specialist provision may be modified compared to pre-2018.

Year 11 and Sixth Form Enrichment

Year 11 students whose attendance and behaviour meet school expectations are invited to attend a formal Year 11 Prom, celebrating the completion of Key Stage 4. Educational trips directly linked to the curriculum are facilitated for students demonstrating consistent engagement, and reward trips are offered to form groups achieving strong collective attendance and behaviour records.

Sixth form students benefit from involvement in the Youth Club and Activities Centre, offering structured opportunities for leadership development, volunteering, and community contribution. The school actively involves sixth form students in community projects, including collaboration with the Sherburn Gala Association on village improvement initiatives.

Clubs and Structured Opportunities

The school offers an extensive array of lunchtime clubs and activities. While specific named clubs are not comprehensively published on the website, the school documents multiple opportunities in PE (team sports, training squads), Music (instrumental ensemble work, recording projects), Drama (performance groups, creative writing), and STEM areas. The school has documented involvement in competitive mathematics and problem-solving, with encouragement for able pupils to engage in Olympiad-style challenges.

A house system creates vertical pastoral structures that are also leveraged for co-curricular competition, including inter-house sporting fixtures, drama productions, and attendance-based recognition. This structure encourages younger students to be mentored by older peers and creates natural pathways for leadership development.

The school works actively with external organizations, including The STAR Multi Academy Trust partners and local employers, to broaden enrichment opportunities. Careers education is embedded throughout Key Stage 4 and beyond, with particular emphasis on apprenticeship pathways, vocational qualifications, and technical routes alongside traditional university progression.

This is a state school with no tuition fees. All families are entitled to educate their children here free of charge up to age 16 (and until age 18 if continuing into sixth form).

Associated costs include school uniform, which the school provides information about separately. PE kit requirements, school meals, and educational trips involve additional costs, but the school works to ensure these do not prevent access for families facing hardship. Equipment lists are provided at transition to help parents budget effectively.

School Day and Hours

The school day begins at 8:00 with a designated bus room period (8:00-8:20am), followed by form time in designated teaching blocks. Lessons conclude at 3:20pm. Students are dismissed by year group at the end of the day, with staggered exit procedures to manage flow.

Transport and Access

The school is located on Garden Lane, Sherburn-in-Elmet (postcode LS25 6AS), on the western side of the village. It lies within the M1/A1/A64 corridor between Leeds and York, making it accessible to families across a wide area of West and North Yorkshire. The site accommodates student transport with designated bus areas, and many students walk or cycle to school from within the local catchment. Parking for parent drop-off is available on-site. For families arriving by public transport, the school's location provides reasonable access via local bus services linking to Sherburn-in-Elmet village and surrounding communities.

Lockers are available for student use, though access is restricted to the start of the school day, break and lunch times, and end of day to manage corridor flow during lessons.

Uniform and Standards

The school operates a formal uniform policy. Students wear a black Sherburn High School blazer with school badge, plain white collared shirt (with top button fastened), house tie (clipped to collar), conventional black school trousers or black knee-length skirt without stretchy fabric, and plain black leather shoes (below the ankle, no trainers or canvas shoes permitted). An optional black V-necked jumper is available. Standards are high, and students arriving in incorrect uniform are expected to wear loan uniform for the day and acquire correct uniform for the following day. Non-compliance results in sanctions. House colour ties and summer polo shirts are supplied by the school (house tie £4.00, summer polo £8.40-£9.60 depending on size). PE kit is available through APC Clothing and must include football boots with appropriate studs for the 3G pitch and white short socks.

Attendance requirements are firm. Some pupils struggle with regular attendance, and the school identifies this as an ongoing concern in inspection feedback. While the school works supportively with families and external agencies, the onus on parents and students to maintain attendance is clear. Families must ensure their child attends regularly and punctually, avoiding term-time holidays.

The gymnasium was destroyed in a fire in 2018. The school's sports facilities have been adapted since, with continued provision through the sports hall and swimming pool. Some specialist facilities may be limited compared to schools with more complete sports infrastructure. Prospective families should understand the current facilities before committing to the school if sports are a high priority.

EBacc uptake has been historically low. Inspection feedback noted that entry into English Baccalaureate subjects (sciences, humanities, languages) was concerningly lower than desired. The school is actively working to increase uptake through enhanced recruitment strategies at Key Stage 3, but the school acknowledges this as an area for development.

House ties must be kept graffiti-free. This seemingly minor detail reflects the school's strong stance on uniform standards. Students are expected to maintain their appearance and school equipment to high standards, and the expectation is consistent and enforced.

Sherburn High School is a comprehensive secondary school delivering solid, above-average results within a genuinely supportive community. The school's motto — Achievement for All — translates into genuine practice: pupils experience consistent pastoral care, clear behaviour expectations, a broad curriculum, and recognition of progress across all domains. GCSE results in the top 25% nationally and A-level performance comfortably in the top 20% demonstrate academic strength. The sixth form provides meaningful progression pathways to university and professional training, with many leavers securing places at Russell Group institutions.

The school suits families seeking a non-selective comprehensive where expectations are high but support is strong; where behaviour is calm and positive relationships are genuinely nurtured; and where the community feels invested in helping every student reach their potential. It is particularly well-suited to families within or near the Sherburn-in-Elmet catchment who value partnership between home and school and want their child to benefit from a strong local community context.

The main considerations are practical rather than educational: firm attendance expectations, adapted sports facilities following a historical fire, and the need for families to commit fully to the school's uniform and behaviour standards. For families able to commit to these expectations, Sherburn High School represents a secure, above-average comprehensive education delivered within a genuinely caring environment.